School Networks

Policy

This policy outlines the purpose and operation of school networks.

Summary

• Government schools are arranged into geographically-based school networks, generally with around 30 schools per network.
• In larger contexts, networks have been combined to form double networks.
• School networks enable school collaboration, drive collective accountability and peer support and support the implementation of key policy reforms aimed at improving student outcomes.
• Each school network is led by a school network executive comprising a team of principals from the school network, one of whom is appointed school network chair.
• Each school network must develop, implement and monitor a school network plan that guides their work throughout the school year.
• School networks are encouraged to meet at least twice per term, with agendas developed by the school network chair, in conjunction with the senior education improvement leader (SEIL) and school network executive, incorporating statewide priorities and reforms together with local issues.

Details

Research highlights that collaborative leadership models, where schools share professional learning, teaching resources and consistent approaches to curriculum implementation, can be effective in scaling high-quality practice and addressing improvement challenges that exceed the capacity of individual schools.

School networks are the key mechanism that support the implementation of the department’s priorities. They do this with shared responsibility and collective accountability for improvement across all member schools.

Further information on school network roles and responsibilities is provided in the Guidance tab.

School networks may establish:

• clusters, which include principals, assistant principals and other school leaders, to work more intensively on common areas of interest
• collaborative structures for middle leaders who can progress the work of the school network or a particular community of practice.

School networks are encouraged to use the Network development roadmap (PDF) to self-assess their practice and opportunities for development.

Related policies

• Framework for Improving Student Outcomes (FISO 2.0)
• Victorian Teaching and Learning Model 2.0

Guidance

This guidance includes the following chapters:

• School network operations
• School network roles and responsibilities

School network operations

Annual school network plans

Each school network must develop an annual school network plan to guide their work in the following school year.

The school network plan outlines the actions the school network will take to address their local improvement priorities in line with statewide directions and reforms.

School networks reflect on progress against the school network plan in Term 4 each year, and this reflection informs the development of the next year’s school network plan.

An optional template for the school network plan as well as a worked example is available on the Resources tab.

School network meetings

School networks are encouraged to meet at least twice per term. All principals are required to attend school network meetings. If a principal is unable to attend they may delegate another school leader from their school (usually the assistant principal) to attend on their behalf.

School networks may set their own local arrangements for other invitees to school network meetings where, for example, assistant principals and/or other school leaders may also be invited to attend.

Each school network determines the structure of its school network meetings. The agenda is developed by the school network chair and the senior education improvement leader (SEIL) in conjunction with the school network executive, noting that across the year the school network must cover their school network plan.

School network meetings may include:

• a focus on specific projects or problems of practice led by member schools
• reference to and engagement with data from the Panorama Network Data dashboard (staff login required) to inform discussions, monitor progress, and guide decision-making across priorities
• time for communities of practice (CoPs) to meet
• externally provided professional learning
• updates from the SEIL
• reflection on the school network work plan and planning for the next meeting.

The school network chair is responsible for ensuring that a summary of the discussion and any actions emerging from the meeting are recorded and distributed to the school network. A summary of key discussion points, or the learning focus when a professional learning activity is conducted in the meeting, followed by a clear resolution where appropriate, is sufficient. The summary of the discussion should not record the remarks of individual school network members unless there is a good reason for doing so. Good practice is to pull out action items into a separate action list which records:

• a brief description of the action to be taken
• who will undertake the action and by when
• a reference to the agenda item
• the status and expected date of completion of the action.

Optional templates for school network meeting agendas and summaries of meeting discussions are available in the Resources tab.

Communities of practice

School networks may establish communities of practice (CoPs). CoPs are sub-groups that work more intensively on common areas of interest, such as:

• VTLM 2.0
• literacy
• numeracy
• attendance
• mental health and wellbeing
• First Nations Education – Marrung
• senior secondary reforms.

CoPs can meet as part of, or separate to, school network meetings, and can include:

• principals
• assistant principals
• other school leaders.

School networks may also establish collaborative structures for middle leaders who are able to progress the work of the school network or a particular CoP.

CoPs and other collaborative structures are intended to:

• connect people
• introduce collaborative processes
• stimulate learning
• capture and diffuse existing knowledge
• help people organise
• generate new knowledge.

School network development

School networks are encouraged to use the Network development roadmap (PDF) to identify opportunities for further development on an annual basis, supported by the WISE program offered by the Victorian Academy of Teaching and Leadership.

The roadmap outlines the strategies for actively building and sustaining relational trust within a school network. These strategies are grouped under 3 elements (establish, build, amplify) and 6 components of school network development as shown below.

Establish: lay enabling groundwork

1. Productive relationships
   1. Actively strengthen personal connections and knowledge of each other’s schools
   2. Encourage members to provide practical help to each other, for example with VTLM 2.0 practices
   3. Actively enhance psychological safety
   4. Surface and address uncomfortable issues
   5. Onboard new members and nurture their sense of connection and belonging
2. Strategic focus
   1. Uncover and define a unifying common purpose and shared values
   2. Jointly craft a compelling and motivating vision to implement VTLM 2.0
   3. Promote alignment and coherence among school, school network, regional and state improvement directions
   4. Determine core priorities collaboratively, and align activities and resources to VTLM 2.0, for example, refer to Victorian Lesson Plans (VLPs)
   5. Ensure continuity through school network leadership team succession planning

Build: develop sustainable systems

3. Learning architecture
   1. Define the core components of your school network learning approach
   2. Design the school network plan
   3. Harness digital platforms and tools to enhance engagement and efficiency
   4. Actively open up school network opportunities to engage with leaders at all levels
   5. Seek and respond to feedback from members
4. Learning processes
   1. Showcase effective local VTLM 2.0 practices and elevate internal experts
   2. Analyse school network and school data sets to track progress and define problems
   3. Engage with robust research evidence to build knowledge and guide decision-making
   4. Draw on credible external expertise and ensure inputs are tailored to VTLM 2.0 strategic focus
   5. Embed protocols for raising and addressing problems of practice

Amplify: empower collaborative improvement

5. Collaborative improvement approaches
   1. Define the school network collaborative improvement structures (for example, CoPs) and processes (for example, collaborative complex problem solving)
   2. Train facilitators within the school network, to lead collaborative processes and activate dispositions (Academy Leadership Excellence Framework)
   3. Organise and actively facilitate collaborative improvement approaches
   4. Continually evaluate and refine approaches to enhance effectiveness
   5. Share improvement lessons, for example, VTLM 2.0 evidence-informed practices and tested approaches back into the school network
6. Collective accountability
   1. Instil practices and norms for effective peer challenge and feedback
   2. Proactively partner and align with area and region
   3. Orchestrate and lead cross-school peer review processes
   4. Establish and cultivate intentional school-school capability building partnerships
   5. Strengthen other networks by mentoring, inviting collaboration and generously sharing your best resources

School network funding

Each school network determines the level of financial support that their member schools will contribute for school network activities.

In addition to these contributions, funding of up to $5,000 per annum is available for each school network to support school network activities. School networks claim reimbursements through the Schools Targeted Funding Governance (STFG) Portal. $2,500 can be claimed between July and December and $2,500 between January and June. The network chair will nominate a school to coordinate reimbursements on behalf of the network. Claims for reimbursements must be made during the allocated periods.

In larger contexts, networks have been combined to form double networks. The nominated school on the funding program for a double school network is eligible for $10,000 per year (up to $5,000 July to December and up to $5,000 January to June).

School network chairs are responsible for overseeing collection and disbursement of school network funding and must maintain records as to the funds collected and disbursed. The school network executive is responsible for overall oversight of the expenditure of school network funds.

Reimbursements

Reimbursements for expenditure must be claimed via the STFG Portal (staff login required). Schools can claim reimbursement of the following expenses (up to the allocated allowance amount):

• casual relief teachers (CRTs) to allow staff to participate in activities that relate to the school network workplan and CoP
• school network administration including venue hire and catering for school network meetings or professional learning, travel to attend school network meetings and salary for administrative support.

Schools must provide evidence in the form of receipts or invoices that clearly state the date and reason for the expense. Invoices should not include GST.

Requests for reimbursement must be made out to:

Department of Education
Level 3, 200 Victoria Parade, East Melbourne VIC 3002

If the funding program for your nominated school is not appearing on the portal, please contact the Schools Targeted Funding Governance team at Schools.targeted.funding.governance@education.vic.gov.au

School network roles and responsibilities

School network chair

Each school network is led by a school network chair, a principal elected by other principals in the school network. As key system leaders, school network chairs enable school leaders to collaborate and take collective responsibility for all learners in their school network.

Role and responsibilities

The school network chair:

• leads the school network in collaboration with the school network executive and the senior education improvement leader (SEIL)
• facilitates the school network’s vision and future direction in collaboration with the school network executive and the SEIL
• builds a culture of active collaboration through modelling a communities of practice (CoP) approach within the school network
• supports a focus within the school network and CoPs on implementation of the refreshed Victorian Teaching and Learning Model (VTLM 2.0) and other department student-related policy and practice (for example, reading position, disability inclusion, and shared operational matters such as staffing) as required
• focuses school network collaboration on the effective implementation of the improvement cycle, including supporting the establishment of smaller, initiative-specific CoPs within the school network or across school networks as necessary
• facilitates a CoP approach to school network activity that focuses on improving student outcomes through collective accountability
• ensures that the school network builds capability by holding evidence-based professional conversations, using the Panorama Network Data dashboards (staff login required) to analyse school performance and share effective practice
• facilitates opportunities for the school network to engage with the broader school communities and with key partners across the government, business and local community sectors (including through philanthropic partnerships) to improve student outcomes
• collaborates with SEILs and other area-based team members on behalf of the school network as required, facilitating 2-way communication, consultation and feedback between the department and school network schools
• represents the school network as a member of the region’s school network chair forum
• undertakes succession planning for the school network chair position in collaboration with the school network and SEILs.

Appointment

School network chairs are elected through a process supported by the school network SEILs.

Before the election, school network members are recommended to discuss the role of the school network chair within their local context, including any expectations for leading CoPs.

The election process must take place in Term 4 each year as follows:

• The SEIL (or SEIL nominee) emails all school network members to call for nominations for the position of school network chair, with a clear closing date for nominations. Principals may self-nominate for the position.
• All nominating candidates must provide a school network chair candidate statement with their nomination that demonstrates their capacity to provide the skills and expertise of an effective school network chair.
• If more than one nomination is received, the SEIL (or SEIL nominee) coordinates the election process. If there are no nominations for the position the SEIL will consult with the school network executive to appoint an interim school network chair, which may be the SEIL.
• Candidate statements must be made available to all school network members 10 days before the election.
• The election must be conducted by secret ballot at a Term 4 meeting.
• Each school in the school network is entitled to one vote with the school principal (or acting principal) eligible to vote.
• Principals who are unable to attend the election meeting may lodge a proxy vote by informing the SEIL (or SEIL nominee) of their preferred candidate in writing at least 24 hours prior to the election.
• The SEIL counts the votes with a scrutineer nominated and agreed to by the school network and declares the result of the election.
• Where the vote is tied, the area executive director has the casting vote.
• The result of the vote is binding.
• The SEIL will inform School Performance Division via school.networks@education.vic.gov.au of the school network chair appointment to ensure timely HR and payroll notification.

Tenure

The school network chair is appointed for one year, with appointments commencing on 1 January and concluding on 31 December. Current and former school network chairs may re-nominate and the maximum consecutive tenure is 3 years.

To assist with transition, the incoming school network chair must receive a handover from the outgoing school network chair prior to taking over the position.

School network chairs can be invited to stay on the school network executive in an advisory role for one year after leaving the role of school network chair.

Leave arrangements

When a school network chair takes leave the following arrangements apply:

• leave for 2 weeks or less – covered by internal arrangements decided by the school network executive
• leave for more than 2 weeks – an acting network chair must be selected from the school network executive
• the SEIL will inform School Performance Division via school.networks@education.vic.gov.au immediately of acting school network chair arrangements to ensure timely HR and payroll notification.

Acting arrangements cease on the date the school network chair resumes duty, or on 31 December, whichever occurs first.

Resignations

A school network chair resigning from the position must be replaced by an acting network chair (selected through an expression of interest) until the Term 4 election process commences.

The SEIL (or nominee) will email the principals of the school network to call for nominations via an expression of interest. Principals may self-nominate for the acting school network chair position. The SEIL will form a panel to select the best candidate for the position according to the principles of merit.

School network chair gratuity allowance

School network chairs receive a gratuity of $10,000 (pre-tax) per year. This is paid through a fortnightly allowance as part of their salary.

Professional learning for school network chairs

The Victorian Academy of Teaching and Leadership offers professional learning for school network chairs through the WISE program.

The school network executive

The school network chair is supported by a team of principals from the school network, which together with the school network chair comprises the school network executive.

Role and responsibilities

The members of the school network executive:

• lead the school network, supporting school network collaboration and planning the school network’s vision and future direction with the school network chair and SEIL
• focus collaboration on the effective implementation of the FISO 2.0 Improvement Cycle, including supporting the establishment of CoPs
• reinforce a focus on improving student outcomes through collective accountability, collective adjustment and development of practice and a rigorous evaluation of the impact of key milestones towards improvement
• support the school network chair in ensuring the school network builds capability, holds evidence-based professional conversations, and uses the Panorama Network Data dashboards (staff login required) to analyse school performance and share effective practice
• contribute to school network discussions on the implementation of the VTLM 2.0 and other department student-related policy and practice (for example, reading position, transitions, wellbeing, and shared operational matters such as OHS, facilities and staffing) as required
• support the school network chair to facilitate opportunities for the school network to engage with the broader school communities and with key partners across the government, business and local community sectors to improve student outcomes
• undertake succession planning for school network executive positions in collaboration with the school network chair and the SEILs
• undertake other school network-specific responsibilities.

Appointment

The appointment of the school network executive is managed within the school network with support from the SEIL. Appointment must be undertaken in Term 4 each year for the following year.

Composition

Each school network can determine the composition of the school network executive that best meets their needs. Examples include:

• representation from each of the types of schools within the school network (for example, secondary – large and small, primary – large and small, P–12 or P–9, specialist sector, geographic location)
• mix of assistant principals and principals
• appointment based on skills and expertise needed to achieve the improvement goals and priorities of the school network
• school network chairs of initiative-specific clusters within the school network, using the CoP approach.

Process

Each school network determines the preferred method of appointing the school network executive, ensuring that the process is open and transparent. It is recommended that school network members (attending representatives of the school network schools) discuss the role of the school network executive and the school network context and determine an appropriate appointment process.

Examples of appointment processes include:

• election by all network principals
• election by all network members
• election by specific school network members for a particular category (for example, just primary school members for the election of a primary school member)
• Expression of Interest to, and selection by, the SEIL and school network chair
• other process determined by the school network in consultation with the SEIL.

If a school network chooses to conduct an election for school network executive roles, it is recommended that the school network follows the guidance for the school network chair election process.

Applications

The key selection criteria for members of the school network executive should reflect skills and attributes that align with the professional practice lens of the Australian Professional Standard for Principals (PDF).

Applicants for roles on the school network executive are recommended to provide the following:

• a current curriculum vitae
• a cover letter outlining the skills and attributes that would assist them in the position together with an explanation of why they would be a suitable school executive member for the school network. Ideally this would include:
  • demonstrated experience in participating in working parties or reference groups
  • demonstrated understanding of the role of the school network executive
  • willingness and ability to commit to the time and workload associated with being a school network executive member
  • demonstrated leadership skills and experience
• contact details for 2 current referees.

Tenure

The members of the school network executive are appointed for a term of one year, with appointments commencing on 1 January and concluding on 31 December. Former members of the school network executive are permitted to re-nominate.

Succession planning

Succession planning for the school network chair and school network executive should consider:

• mentoring opportunities for identified future school network leaders
• the availability of the outgoing school network chair to coach the incoming school network chair or act as an advisor
• encouraging members from diverse school settings and/or backgrounds to take on school network executive positions
• the willingness and ability of larger schools to provide support (for example, administrative or financial) to enable principals from smaller schools to take on leadership roles
• opportunities for future leaders to gain exposure to and understand the scope of the work of the school network executive and school network chair.

Inducting new members to the school network

Each school network must have its own induction process, which may include:

• a personal welcome from the school network chair, by phone or face-to-face, depending on geography
• an induction document that provides an overview of the school network including:
  • members and their contact details
  • protocols or guiding principles for how the school network works together, including participation expectations, meeting protocols and financial commitment
  • a meeting calendar
  • the school network plan and initiative-specific plans
• a formal welcome at the school network meeting
• assistance in identifying principals with similar schools within the school network, or in neighbouring school networks where appropriate.

Role of senior education improvement leaders

The role of the senior education improvement leader (SEIL) in relation to the school network is to:

• lead, with the network chair and network executive, the development of the school network plan
• promote evidence-based practices that enable effective decision-making and accurate problem identification
• provide information and insight to enable rigorous improvement-focused dialogue within the school network
• promote the importance of all school network principals enacting and modelling the department’s values
• support, participate in and lead professional learning
• assist with administrative support where required
• collaborate with the school network chair on succession planning for the school network chair position
• regularly inform the school network chair of new principal class officers as appointed.

SEILs also provide similar support to smaller topic-specific CoPs where required. They are well placed, for instance, to identify smaller school networks beyond the geographic area boundary that can be joined up to learn from and work with each other.

The focus of the SEIL’s work will depend upon the needs of the school network, and may include:

• connector – brokers relationships to help networks nurture their strengths, bridge areas of development and pursue greater opportunities
• integrator – maintains information-sharing relationships with other school networks across the state
• facilitator – focuses on enabling collaboration between the school network’s members and stimulates interest within the school network to ensure member engagement
• challenge partner – helps school network members to challenge each other to improve performance and continually challenges the entire school network’s performance
• conduit – acts as a bridge between the central office and your school network, enabling a 2-way flow of information and feedback to align and recognise your school network’s efforts and achievements.

Resources

Resources and other supporting materials to support networks:

• Network development roadmap (PDF)
• Panorama Network Data dashboard (staff login required)

Templates

Templates for school network use:

• School network chair candidate statement (DOCX)
• School network meeting agenda (DOCX) (optional)
• Summary of meeting discussions (DOCX) (optional)
• School network induction (DOCX) (optional)
• School network plan (DOCX) (optional)